作　　者： ; ;

机构地区： 首都师范大学教育科学学院心理系

出　　处： 《心理发展与教育》 2005年第3期112-119,共8页

摘　　要： 以北京市中学生为被试,自编中学生问题行为自我评定、教师评定和家长评定三视角问卷,研究中学生问题行为的结构和群体特征,结果表明:(1)中学生问题行为评定存在跨评定者的六因子多质多法(multitrait—multimethod,MTMM)结构模型。(2)性别差异分析表明在学业不适、攻击行为和违纪行为上三视角均显示男生都显著高于女生,但是在内倾问题上自评问卷显示在神经质、退缩行为和考试焦虑上女生比男生高,教师评定只有在考试焦虑上女生高于男生,而家长评定内倾问题上性别差异基本不显著。(3)自评问卷在六因子和问题总分上还显示了年级差异,教师评定三个因子有年级差异,家长评定年级差异基本上不显著。(4)三视角对应因子间呈中低水平相关,在学业和破坏性较大的外倾问题上的相关高于在内倾问题上的相关。 The study explored the structure and group characteristics of middle school students＇ problem behavior with multi-rater questionnaires： sell-rating, teacher-rating and parent-rating. The results showed that ： （ 1 ） There existed a three-rater six-factor MTMM model of middle school students＇ problem behaviors . （2） Boys got higher scores than girls in learning maladaptive behavior, aggressive behavior and delinquent behavior by all three raters. By self-rating girls got higher scores than boys in withdraw, neurotic and test-anxiety. But by teacher-rating girls got higher scores than boys only in test anxiety and there was no sex differences by parent- rating on intemaiizing problems. （3）There were grade differences in all six factors by self-rating. But by teach-rating there were grade differences only in three factors and no grade diferences by parent-rating. （4） Although they were low , the correlations between three perspectives on the same factor were all significant and correlations on learning maiadaptive behavior, aggressive behavior and delinquent behavior were higher than that on internalizing problems such as withdraw, neurotic and test anxiety.

关 键 词： 中学生 问题行为 自我评定 教师评定 家长评定

领　　域： [哲学宗教]